DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

Teacher Candidate: Joyce Spaulding Meyer Grade Level: Third Title: Lesson #1 Topic 17 Reviewing Fractions and Counting by Halves and Fourths

CONTEXTUAL FACTORS (ELL, IEP, GATE, etc. & classroom environment)

Student Contextual Factors: Gender 22 students - 13 girls, 9 boys Ethnicity 16 Caucasian 2 Hispanic 2 African American 1 Pacific Islander 1 Native American Exceptionalites No ELL students SIOP 19-Opportunity for L1 students to clarify 1 student with IEP (severe): Kyla (exempt from testing) 1student with IEP (mild/moderate): Heather 4 struggling learners (no IEP): Aaliyah, Gavin, Jaxon, Sarah K. 3 GATE students: Kaleb, Johnathan, Michelle 6 high achieving students (not GATE): Abi, Nyah, Lia, Isabell, Mya, Sarah L. 1 student who demonstrates characteristics of Autism Spectrum Disorder: Sam 3 students with behavioral difficulties - also struggle with motivation to work: Gavin, Jacob, Jaxon Note: Gavin and Jacob are step-brothers Classroom environment: SMART Board and ELMO. Student desks arranged into 5 table groups of 4 or 5 students per group.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective (Common Core, Utah Standards, others): SIOP 3-Content appropriate Domain: Number and Operations - Fractions Develop understanding of fractions as numbers. 1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Content Walk-Away: Objective: I will be able to count by halves and fourths. SIOP 1-Content objectives Language Walk-Away: Objective: I will be able to show and write how 4 students equally share 6 muffins. SIOP 2-Language objectives

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson): Do students remember the cookie lesson? Are they relating to the content? Are students able to count with me? Look at student posters. Are the amounts accurate? Do we need to make any changes? Are students able to correctly label the mixed fraction and the improper fraction? Content Walk-Away Evidence (Summative): Sharing Muffins Assessment 4 students share 6 muffins. How many muffins does each person get if they all get an equal amount? Draw a picture. and write and explanation of how you know (half-page worksheet) Language Walk-Away Evidence (Summative): Students will write an explanation of how they know each person got a fair share of the muffins. Does written explanation support pictorial representation?

Modifications/Accommodations

ACTIVE LEARNING PLAN

Modifications/Accommodations (refer to contextual

factor) Remind students to sit in their assigned places. Tell students that that they should be at the rug by the time I count backwards from 10 to 1.

Activate/Building Background Knowledge Gather students to the rug. Remember, when I ask a question of the class, raise your hand if you want to share the answer. No blurts! (Weve talked about this before). Why do you think it is important to not just blurt the answer? (Take several student responses.) Hold the answer in your brain so everyone can have time to think of their answer. Remember when I brought cookies to class and you had to find a way to share them equally with 3 other people? We were dividing when we shared the cookies, but we actually used fractions too! In todays lesson, we will be using fractions to show and . SIOP 7-Linked to background, SIOP 8-Linked to past learning, SIOP 25Students engaged Write goal and review with students. Have students read with me. Goal: I will be able to count by halves and fourths and be able to show and write how 4 students equally share 6 muffins.

SIOP 4-Supplementary materials

SIOP 1-Content objectives, SIOP 2-Language objectives, SIOP 10Appropriate speech, SIOP 25-Students engaged Write and next to the words in the goal as we talk about what the words in the goal mean. Focus Lesson (I do it) Understanding these words will help us understand our lesson Vocabulary Fraction part of a whole Display GWM Discussion Book pg. 67. Establish that the tray at the top of the page shows half of a muffin. SIOP 4-Supplementary materials, SIOP 6Meaningful activities, SIOP 12-Variety of techniques Task 1 Count the muffins aloud as you point to each tray (, 1, 1 , 2, 2 , 3, 3 ). Have the class repeat counting with me (a few times). Then encourage volunteers to count. SIOP 4-Supplementary materials, SIOP 6Meaningful activities, SIOP 12-Variety of techniques I want to add one more half. Draw in another of a muffin on the board. I know that when I add 2 halves together I will get one more whole. So when I add to my 3 , I will have a total of 4. SIOP 14-Scaffolding (Think Aloud), SIOP 23-Content objective supported, Task 2 Count by just halves (1/2, 1 , 2 ). First, my turn (model by counting and pointing to the pictures as I count). Now your turn. Point to pictures as students count. Notice we are counting by halves (revisit the objective). Task 3 How many halves are in 3 whole muffins? (when you know the answer, put your hand on your head) SIOP 18-Wait time, SIOP 25-Students engaged Task 4 How many halves are the same as 4 ? When you know, kiss your brain and hold the answer in your head (previously taught signal). Choose a stick to call on a student when most of the students have shown the signal. SIOP 18-Wait time Task 5 Start with 4 and count backwards, try to do it both ways. Ask: Are 4 shown in the picture? (no) Draw 4 muffins on the board with a line down the middle of each and use them to count backwards by . Task 6 a. Marie took 2 muffins. She ate a muffin. How many muffins does she have now? When you know the answer, stand up. SIOP 18-Wait time b. Tom ate 2 muffins and Chris ate 1 muffins. How many muffins did they eat in all? (Model on the board and have students answer orally.) c. There were 5 muffins on the plate. The children ate 3 muffins. How many were left on the plate? Draw on the board, but dont give the answer. When you have an answer, put your hand on your head. When most of the students indicate they have a response, call on several student to tell their answer and ask students to tell HOW they know the answer - students are likely to have differing ways to solve this problem. Point out that it is okay to have a different way to solve a problem; we find what works for us. Ask students to tell HOW they know the answer. SIOP 12-Variety of techniques, SIOP 25-Students engaged

write fraction on board SIOP 9-Key vocabulary

All tasks will be completed using Discussion Book pg. 67 on the SMART Board.

Formative Assessment: Are students able to count with me? Have students stand up when they know the answer to Task 6. SIOP 30-Assessment Modification/accommodations: Show visuals on the board as we work aloud. Guided Instruction (We do it) Cut paper muffins into fourths and place on ELMO. Display a circle made with four fourths on the overhead and establish the name of fractional pieces used. Then place fourths in ELMO; I will count by fourths as I lay write Special 1 on board each piece. Revisit the objective. SIOP 9-Key vocabulary Point out 4/4 is 1 whole. This is a special number. When 1 whole is made up of smaller pieces it is a Special 1. 2/2, and 4/4 are Special 1s. Who can suggest another Special One? Take several student responses, giving feedback to indicate that when the top and bottom number match (we havent introduced the terms numerator and denominator yet) that it is a Special 1. SIOP 23-Content objective supported, SIOP 25-Students engaged, SIOP 29Feedback Repeat counting by fourths removing my voice and having students count together. Collaborative/Cooperative (You do it together) Students will make pictures of muffins on trays similar to what is shown in the Discussion Book on page 67. *Model first showing 4 or nineteen fourths. I have 4 special 1s and 3 more fourths. Another way to say this is nineteen fourths. SIOP 11-Clear explanation, SIOP 12-Variety of techniques In table groups, students will use paper muffins in fourths and create posters showing: 2 1/4 (nine-fourths), 3 (twelve-fourths), 1 1/4 (five fourths), 3 (fifteen fourths) and 2 2/4 (ten- fourths). There are 5 table groups and each group will show a different amount. How many Special 1s do you have? How many fourths do you have? SIOP 12-Variety of techniques, SIOP 13-Students use learning strategies, SIOP 16-Opportunity for interaction, SIOP 17-Grouping supports objectives, SIOP 20-Hands-on materials, SIOP 21-Activities to apply content/language knowledge, SIOP 22-Language skills, SIOP 25-Students engaged Each student will be given a muffin to cut out. These are circles that are cut into fourths (lines are pre-drawn) and copied onto brown construction paper. You will each get a muffin to cut out and then each group will be assigned a number. The number on the paper is how many muffins you will put on your tray. Hint! You wont need all of the pieces of muffin that your group cuts out. Work together to figure out how many you will need. When you are ready to glue them onto your tray, raise your hand and I will check it and hand you the glue. Are there any questions? Answer any student questions. You will have 2 minutes to cut out your circles. Pass out paper and scissors to each table group and call then back to their tables, one group at a time. As groups re working, pass out paper trays (large grey sheets of construction paper). Walk the room as students are working. refer to Special 1 on board SIOP 9-Key vocabulary

Move at an appropriate rate considering student readiness SIOP 26-Pacing

Set timer

Guide them as needed. Let students know if they are on the right track or not (prompt if necessary, how many fourths would that be?). When passing out the glue, ask students to write how many muffins are on their tray, using the Special 1 (e.g. 3 special 1s and ) and also the total number of fourths (13/4 s) SIOP 4-Supplementary materials, SIOP 6-Meaningful activities, SIOP 29Feedback Formative Assessment: Look at student posters. Are the amounts accurate? Do we need to make any changes? Are students able to correctly label the mixed fraction and the improper fraction? SIOP 30-Assessment Modification/accommodations: Student groups will include students of all ability levels in this way the struggling learners will also be able to work alongside and learn from their higher-ability peers. Activity is modeled so students will have a visual example. SIOP 17-Grouping supports objectives Comprehensible review of content and vocabulary Have student groups come to the front of the class and share their posters with the rest of the class. Ensure all students participate in speaking by asking questions of individual group members as necessary (some students tend to do all of the talking and other tend to let others do all of the talking). In the questions, refer to the vocabulary on the board as you ask the students about their fractions and how many Special 1s their group has. SIOP 17-Grouping supports objectives, SIOP 27-Review vocabulary, SIOP 28-Review concepts Summarization What are other times you see a whole cut up into pieces? (pizza, pie, cake.) When we have pieces to make up a whole, those pieces are called fractions. Think about when we have 2/2, 4/4 or 5/5. What is this called? (Special One reiterate if needed.) Whisper to your neighbor what this is called, and give your neighbor another example. Chose sticks and have a few students share their answers with the whole group. SIOP 13-Students use learning strategies, SIOP 16-Opportunity for interaction, SIOP 17-Grouping supports objectives, SIOP 21-Activities to apply content/language knowledge, SIOP 22-Language skills, SIOP 23Content objective supported, SIOP 25-Students engaged, SIOP 27-Review vocabulary, SIOP 28-Review concepts Formative/Summative Assessment: Are students answers accurate? Listen in on their partner discussions. Give appropriate feedback. SIOP 29-Feedback, SIOP 30-Assessment Independent (You do it alone) Sharing Muffins Assessment SIOP 30-Assessment 4 students share 6 muffins. How many muffins does each person get if they all get an equal amount? Show a picture and write and explanation of how you know. SIOP 12-Variety of techniques, SIOP 15-Higher-order thinking, SIOP 22Language skills, SIOP 23-Content objective supported, SIOP 24-Language objective supported, SIOP 25-Students engaged

For GATE and high achieving fast finishers: Use scratch paper to show the answer to the question on the board. Show 3 using eighths. (Prompt them to use the same papers but cut the fourths in half so they are in eighths). Explain to a partner why you did it the way you did. SIOP 15-Higher-order thinking,

Hang up posters on the wall under the SMART Board and leave up during all of Topic 17.

Formative/Summative Assessment: see above SIOP 30-Assessment Modification/accommodations: Read information on the page to Heather. Allow students longer time to complete assessment as necessary. Kyla will not be present for assessment (this is her pull-out time).

NOTES TO TEACHER
What do I need to remember to do? Set timer Speak clearly and enunciate.

SIOP 10-Appropriate speech

Materials to have ready? fraction circles copied onto brown paper (for muffins) poster paper scissors glue markers copies of assessment sharing muffins premade model of 4 Approximate time needed for lesson? 75 minutes

Summative Assessment
Name: Date:

Number of people

Number of muffins

The fair share of the muffins each person gets Draw a picture to show your answer.

______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________

Write a sentence to explain your answer.